Five-Minute Film Festival: Teaching Digital Citizenship
"Digital citizenship" is an umbrella term that covers a whole host of important issues. Broadly, it's the guidelines for responsible, appropriate behavior when one is using technology. But specifically, it can cover anything from "netiquette" to cyberbullying; technology access and the digital divide; online safety and privacy; copyright, plagiarism, and digital law, and more. In fact, some programs that teach digital citizenship have outlined no less than nine elements that intersect to inform a well-equipped digital citizen. It's an overwhelming array of skills to be taught and topics to explore. But while there is much talk about the importance of teaching digital citizenship in this information society, not many are sure what that really looks like.
A Personal Cyberinfrastructure
© 2009 Gardner Campbell. The text of this article is licensed under the Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License ( EDUCAUSE Review, vol. 44, no. 5 (September/October 2009): 58–59 Gardner Campbell (Gardner_Campbell@Baylor.edu) is Director of the Academy for Teaching and Learning and an Associate Professor of Literature and Media at Baylor University.
A Questioning Toolkit
Essential Questions These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human. Most important thought during our lives will center on such essential questions. What does it mean to be a good friend?
Plagiarism
You have something in common with the smartest people in the world. You see, everyone has ideas. We use our minds to create something original, whether it’s a poem, a drawing, a song, or a scientific paper. Some of the most important ideas are published and make it into books, journals, newspapers and trustworthy websites that become the building blocks for things we all learn. But ideas are also very personal, and we need dependable ways to keep track of the people behind the ideas we use because they deserve credit for their contribution, just as you do if someone uses your idea. Passing off another person’s ideas or words as your own, without credit, is called plagiarism.
How To Get Rid Of Facebook Notifications & Other Annoying Things You Don’t Want To See [Weekly Facebook Tips]
It’s funny how sometimes you can use an online service all the time, getting annoyed at little things without realising there’s an easy way to do something about it. Several of my friends who use Facebook almost every day recently told me how they hate always getting Facebook notifications for dumb games people want them to play, or updates about these games in their home feed. Obviously, if these people can be avid Facebook users without knowing there’s a fix, then there’s bound to be a few more of you out there too. As I can’t even begin to imagine the horrors of using Facebook with all those annoyances in my face, I feel I should go back to basics here and make sure everyone knows how to get rid of them. If the post doesn’t apply to you, you no doubt know a friend or two who might be able to make use of the knowledge. Getting Rid Of Unwanted Notifications
7 Essentials for a Great Computing Course
If you find yourself in the position of having to set up and run a new Computing course in school, where do you start? Here are seven factors that I consider to be essential. Safety first Everyone should feel safe in the classroom, not just from physical dangers such as trailing wires, but also from being shouted down or drowned out by other students (such as girls sometimes experience from the boys), being shown disrespect, or being subjected to the experience of stumbling upon racist websites or pornography, perhaps because of a lack of appropriate filtering.
Advice for effective analytical reasoning
Good list of cognitive biases Wikipedia List of Cognitive Biases (Please read this before continuing below.) After reading through the list, one wonders how people ever get anything right. That's called the "cognitive biases bias," or maybe the "skepticism bias" or "paralysis by analysis." There's also the "bias bias," where lists of cognitive biases are used as rhetorical weapons to attack any analysis, regardless of the quality of the analysis. The previous sentence then could be countered by describing it as an example of the "bias bias bias," and so on in an boring infinite regress of tu quoque disputation, or "slashdot."
Writing "Original” Papers § Harvard Guide to Using Sources
Some writing assignments you receive at Harvard will explicitly ask you to present an "original" thesis, claim, or idea. But even when the word "original" isn't mentioned, you should assume that your professor expects you to develop a thesis that is the product of your own thinking and not something drawn directly from a source and planted in your paper. Occasionally an assignment will require only a summary of your reading, particularly if the instructor wants to make sure you have understood a particularly complex concept; however, some assignments may be worded in a way that leaves expectations ambiguous (you may be asked, for example, to "discuss" or "consider" a source), and you may think you are only expected to summarize when, in fact, you are expected to make an argument. When in doubt about whether you are supposed to make an argument in your paper, always check with your instructor to make sure you understand what you're expected to do.
Information Literacy - Home
What is Information Literacy? Information Literacy is the ability to identify what information is needed, understand how the information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques. Information literacy is critically important because we are surrounded by a growing ocean of information in all formats. Not all information is created equal: some is authoritative, current, reliable, but some is biased, out of date, misleading, false. The amount of information available is going to keep increasing.
Education Week
—Courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action By Anne Jolly If you want to engage students and get them excited about what they are learning in science, technology, engineering, and mathematics classes, ask them to tackle a real-world problem. Then watch their amazement as they realize what they are learning in class actually has real-world applications. Working on solutions to real-world problems is the heart of any STEM investigation.
Googleable vs Non-Googleable Questions
When we're working with schools on our Design Thinking School programme, one of the easiest ways to explain what we're looking for in the way a project is set, is whether the statement or questions being asked can be Googled easily: is this a Googleable or Not Googleable topic? The Why Every topic, every bit of learning has content that can be Googled, and we don't want teachers wasting precious enquiry time lecturing that content. We want students, instead, to be using class time to collaborate and debate around the questions that are Not Googleable, the rich higher order thinking to which neither the textbook nor the teacher know the answers. And, where we do have "Googleable facts" for students to learn, the snap-decision shouldn't always be to 'teach' it. Auditory explanation alone (i.e. the teacher speaking) is only one tactic that is ineffective on its own in helping students internalise knowledge, as shown in experiments such as the Harvard "Private Universe" project, for example.
Plagiarism detection in PowerPoint presentations
Googling the phrase "bullets imply no significant order" yields many jackpot matches with the Harvard-Florida work. These slides listed below may have, however, made an appropriate attribution of the original source, something that can be verified by examining the relevant slides. [PDF] Guidelines for Effective Visuals File Format: PDF/Adobe Acrobat - View as HTML Bullets imply no significant order. *. Use numbers only to show rank or sequence. ?? 2002 Institute for Healthcare Improvement.
